| dc.description.abstract | In the contemporary, when young people are immersed in digital media and relate in many ways with the genres that circulate in these media, providing effective learning that provides protagonism and social autonomy becomes a challenge. In High School, literature is presented by the BNCC as a potential to enrich the perception and the worldview about what is seen and experienced. Thus, it is possible to question some situations that are circumscribed in the social sphere and to mobilize for transformations that may corroborate a more just and egalitarian society. However, the course of literature in school is not favorable and research points to very low rates of reading (ROJO, 2009; SARAIVA; KASPARI, 2017). In this sense, Abreu (2004), Rojo (2009), and Kaspari (2019) address the importance of also contemplating, in school, the culture valued by students and literature in its essence. This can be a starting point to awaken them to the literary experience. Based on these assumptions, this research sought to identify and analyze the appreciation of high school students about literary reading practices, highlighting the role of the agents involved in the formation of citizenship. This is a qualitative-interpretativist study, based on the principles of action research. The data were generated by class observations, the development of a pedagogical practice and conversations with a Literature teacher and his students in a second-year high school class, in a state school in the metropolitan region of Porto Alegre. The analysis took place in a cyclical manner, based on official documents focused on education in Elementary and High School and on the theoretical assumptions of Abreu (2004), Cândido (2004), Rojo (2009) Cosson (2016), Saraiva and Kaspari (2017) to identify the role of literature for citizen formation; Kleiman (2006), Kleimam and Assis (2016), and Soares (2009, 2014) to discuss literacy as a social practice and, in sequence, Kersch and Silva (2012) and Kleiman (1995, 2006, 2014) to reflect on literacy agencies and agents; Cosson (2016) and Riter (2009) to discuss methodological proposals for the approach of literature in school and, finally, we considered the postulates of Bakhtin (2003, 2006) and Rojo and Barbosa (2015) to understand the composition of discursive genres and their social impact. This research revealed the school as a space for the development of Critical Education through the readings, made possible by the subject Literature. Some students present engagement in readings of several genres, in and out of school, although they reveal the challenges encountered to read, mainly the lack of time. Other students report a preference for literary reading of old and contemporary works of current character. The activities they prefer to participate in are the ones that allow them to be protagonists and autonomous, so that they can become social authors. Finally, the teacher's role as a mediator of these practices is Formafundamental, being, with his students, an agent in the teaching and learning process. In this context, literature is relevant and powerful to address emerging issues in the context of the students, who have assumed themselves as critical subjects and discoverers of their own stories. | en |
